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Jonathan Zell
Legacy preferences are a red herring because elite universities use them only when it serves their institutional interests. They will be used, for example, to help the children of wealthy alumni, who are then expected to increase their annual contributions to their alma mater. But will they be used to help the children of poor or noncontributing alumni?
The only guiding principle behind the admissions policies of the elite universities is that these policies must allow them to accept – and to reject –whomever they desire. Therefore, until these universities are required to admit students solely on the basis of merit or to use affirmative action policies only to help truly disadvantaged applicants, outlawing legacy preferences by itself will change nothing.
Those with the cash and the connections will always have the advantage1.
The New York Times, October 4, 2010
II. Childhood misery
My parents separated when I was three and thereafter I began to wet my bed nightly (In floods, Weekend, August, 21). At eight, I was sent to a Quaker boarding school. My mother did not tell the school. My misery, despair and embarrassment as night after night I tried to pretend something had been spilt may be imagined. One day my father came to see me. As we sat together, he said “I hear you have been having some trouble. I found praying helped me.” As a child I used to kneel by my bed each night to say my prayers and now added “Please Jesus help me to stop wetting my bed.” The prayer was answered: the bed-wetting stopped. I am now 83 and have been left with two thoughts. First, extraordinary gratitude to some power I cannot now accept or comprehend as simply as when I was a child. Second, an image of the misery endured by countless generations of children tormented by this problem.
Name and address supplied,
The Guardian, August 26, 2010
Task 12. Read the two letters again, and observe the difference between them. What arguments does the author of first letter put forward to drive his message across?
Which letter appeals to you? Why?
Task 13. Watch Video 6.2 and fill in the grid as in Task 5, Unit 1.
TEST 1. PRINT MEDIA
Variants 1-16.
Task 1. Choose the correct answer / variant (variants) from the statements.
Task 2. Analyse the syntactical structure of the headlines, translate them into Russian. Which of the headlines is featured by a quality paper?
Task 3. Restore the headlines using the context below. Translate them into Russian.
Task 4. Read an extract of an article, determine its genre. Prove your point in writing.
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| The Civil War is winding down | | | Task 5. Make lexical and stylistic analysis of the sentences in writing. Translate them into Russian. |